Initiating and Responding Communication Behaviors of Primary Pupils Who Score High Compared to Those Who Score Low on Language and Reading Tests.

Barnes, Nancy Marie

To analyze and compare specific oral communication behaviors of primary school pupils who score high on reading and language tests with those who score low, a study was conducted on approximatley 200 students who were classified as (1) high language, (2) high reading, (3) low language, or (4) low reading according to their scores on the Comprehensive Test of Basic Skills. Twelve students were then randomly selected from each of the four groups and videotaped interacting with a teacher and two other subjects of the study. Three trained observers separately viewed the videotapes and recorded the subjects' communication behavior using the Rieke Communication Model as the recording form. Data revealed that pupils who scored high on language and reading tests did not as a group exhibit significantly more nonverbal communications, vocalizations, or the use of words, phrases and sentences when compared to students who scored low on the same tests. In addition, it was shown that they did not initiate communications or respond more frequently in class, or ask significantly more questions. Directions for further research are suggested. In the meantime, the implications of this study suggest that teachers should make use of instructional materials that foster interaction and questioning techniques by their students, and deliberately use questions that elicit high level responses. (CRH)